Introduction: My lesson will be focusing on math content (measurement and data) for a first or second grade classroom. It consists of the students taking polls of their favorite colors, foods, sports, etc. and taking that information and applying it to a bar graph. After creating a bar graph by hand the students will create one on the smart board using the technology link provided. Finally, the class will discuss and interpret the data in different ways.
Lesson plan:
1. Group the students into groups of no more than 5 students each
2. Hand each group an index card with a topic on it and the subcategories included with the topic Ex. Favorite foods- ice cream, spaghetti, pizza, salmon
3. Instruct each group to make their own tally chart on the back of the index card (See example on the board) of their group's favorite foods.
4. After each group has completed their first card pass the cards to the left. Continue this until each group has contributed to each category.
5. Show the screencast video of how to combine all of the data we just collected
6. Each group will create the bar graph on a piece of paper before using the software to do so. The group's categories are whichever they left off with in the last activity
7. After the groups have combined the data the teacher will check to make sure the bar graph is set up properly. One at a time, in order of who finished first, one group member will copy their bar graph information to the software provided
8. The teacher will go through each category's bar graph with the class as a whole and ask questions (See below in reflection section)
Objective: Students will learn how to collect data, create a bar graph with that data, and interpret the data
Standards:
Grade 1, Measurement & Data
CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Grade 2, Measurement & Data
CCSS.Math.Content.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Reflection:
Questions for Students 1. What information did our first bar graph show? Which fruit was the favorite? Which was second? How many more students liked the favorite fruit than liked the second favorite? 2. Which kind of fruit was the least favorite? How many fewer students liked that kind of fruit than liked (grapes) the best? 3. Suppose two more students had chosen (oranges). How would the graph have been different? 4. Look at this group's graph. (Choose one group's graph to display. As an example, assume it was a graph of favorite colors illustrated above.) How many students voted that red was their favorite? Is that more than the number that chose blue? How many more? What was the least favorite of the four colors? How many picked that one? How many students picked the favorite color of the class? (Repeat with each of the group's graphs)
Teacher Reflection
Which students were able to construct tally charts? Which were able to complete bar graphs with little or no help?
Did students remember to title their graphs and label the rows?
Which students were able to generate and answer questions based on data shown in a bar graph? Which could generate comparison questions?
Which group worked well together? What additional help is needed for students who worked less well together?
What will I do differently the next time that I teach this lesson?
Kelly Mulka
Table of Contents
K-2
Introduction: My lesson will be focusing on math content (measurement and data) for a first or second grade classroom. It consists of the students taking polls of their favorite colors, foods, sports, etc. and taking that information and applying it to a bar graph. After creating a bar graph by hand the students will create one on the smart board using the technology link provided. Finally, the class will discuss and interpret the data in different ways.
Lesson plan:
1. Group the students into groups of no more than 5 students each2. Hand each group an index card with a topic on it and the subcategories included with the topic Ex. Favorite foods- ice cream, spaghetti, pizza, salmon
3. Instruct each group to make their own tally chart on the back of the index card (See example on the board) of their group's favorite foods.
4. After each group has completed their first card pass the cards to the left. Continue this until each group has contributed to each category.
5. Show the screencast video of how to combine all of the data we just collected
6. Each group will create the bar graph on a piece of paper before using the software to do so. The group's categories are whichever they left off with in the last activity
7. After the groups have combined the data the teacher will check to make sure the bar graph is set up properly. One at a time, in order of who finished first, one group member will copy their bar graph information to the software provided
8. The teacher will go through each category's bar graph with the class as a whole and ask questions (See below in reflection section)
Objective: Students will learn how to collect data, create a bar graph with that data, and interpret the data
Standards:
Grade 1, Measurement & Data- CCSS.Math.Content.1.MD.C.4
Grade 2, Measurement & DataOrganize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Reflection:
Questions for Students1. What information did our first bar graph show? Which fruit was the favorite? Which was second? How many more students liked the favorite fruit than liked the second favorite?
2. Which kind of fruit was the least favorite? How many fewer students liked that kind of fruit than liked (grapes) the best?
3. Suppose two more students had chosen (oranges). How would the graph have been different?
4. Look at this group's graph. (Choose one group's graph to display. As an example, assume it was a graph of favorite colors illustrated above.) How many students voted that red was their favorite? Is that more than the number that chose blue? How many more? What was the least favorite of the four colors? How many picked that one? How many students picked the favorite color of the class? (Repeat with each of the group's graphs)
Teacher Reflection
Sources:
http://illuminations.nctm.org/Lesson.aspx?id=449